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Zeitschriftenartikel zum Thema "Children behavior coding"
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Chorney, Jill MacLaren, Edwin T. Tan, Sarah R. Martin, Michelle A. Fortier und Zeev N. Kain. „Children's Behavior in the Postanesthesia Care Unit: The Development of the Child Behavior Coding System-PACU (CBCS-P)“. Journal of Pediatric Psychology 37, Nr. 3 (13.12.2011): 338–47. http://dx.doi.org/10.1093/jpepsy/jsr101.
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Abstract Objective To develop and validate a behavioral coding measure, the Children's Behavior Coding System-PACU (CBCS-P), for children's distress and nondistress behaviors while in the postanesthesia recovery unit. Methods A multidisciplinary team examined videotapes of children in the PACU and developed a coding scheme that subsequently underwent a refinement process (CBCS-P). To examine the reliability and validity of the coding system, 121 children and their parents were videotaped during their stay in the PACU. Participants were healthy children undergoing elective, outpatient surgery and general anesthesia. The CBCS-P was utilized and objective data from medical charts (analgesic consumption and pain scores) were extracted to establish validity. Results Kappa values indicated good-to-excellent (κ's > .65) interrater reliability of the individual codes. The CBCS-P had good criterion validity when compared to children's analgesic consumption and pain scores. Conclusions The CBCS-P is a reliable, observational coding method that captures children's distress and nondistress postoperative behaviors. These findings highlight the importance of considering context in both the development and application of observational coding schemes.
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Hardecker, David J. K., Marco F. H. Schmidt und Daniel B. M. Haun. „Developing a Coding System for Sulking Behavior in Young Children“. SAGE Open 11, Nr. 3 (Juli 2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009223.
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Children’s sulking behavior is a salient yet understudied emotional phenomenon. It has been hypothesized to result from hurt feelings, humiliation, and anger, and might thus function as a nonverbal measure in the behavioral studies of these emotions. We conducted three studies that served to develop a comprehensive coding system for children’s sulking behavior. The first study explored sulking features in an online survey that used parental and teacher reports. In an event-based parental diary study, we reevaluated the importance of each feature based on its frequency across episodes of sulking behavior and analyzed the time course of sulking episodes. Finally, we analyzed YouTube videos and demonstrated that the coding system could be reliably applied. We also determined a minimal number of necessary features as a classification threshold. The resulting coding system includes the following features: becoming silent, distancing, turning away, gaze avoidance, crossing arms, lowering head, pouting lips, lowered eyebrows, and, probably, utterances of illegitimate devaluation, and relational distancing. Thus, all varieties of sulking seem to have withdrawal from an ongoing interaction in common.
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Westerman, Nancy K., Vanessa E. Cobham und Brett McDermott. „Trauma-Focused Cognitive Behavior Therapy“. Qualitative Health Research 27, Nr. 2 (10.07.2016): 226–35. http://dx.doi.org/10.1177/1049732315627795.
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Repeated retelling of trauma narratives within Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) assists participants to habituate to experiences that have precipitated symptoms of post-traumatic stress. In this study, the narratives produced by children and adolescents, who developed post-traumatic stress disorder following a natural disaster, and who were treated with a manualized TF-CBT intervention, were examined. The first author developed a coding system utilizing three major concepts (coherence, elaboration, and evaluation) to identify changes in the narratives as they were retold at each therapeutic session. Analysis using this coding system identified that the internal logic of the stories was maintained as the detail diminished, and that the level of evaluation increased. Compression emerged as a major pattern, alongside the reduction in participant distress over the course of the treatment. Although requiring replication, these trial concepts, developed by the coding system, have potential analyzing trauma narratives and enhancing clinician observations.
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Talwar, Victoria, Susan M. Murphy und Kang Lee. „White lie-telling in children for politeness purposes“. International Journal of Behavioral Development 31, Nr. 1 (Januar 2007): 1–11. http://dx.doi.org/10.1177/0165025406073530.
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Prosocial lie-telling behavior in children between 3 and 11 years of age was examined using an undesirable gift paradigm. In the first condition, children received an undesirable gift and were questioned by the gift-giver about whether they liked the gift. In the second condition, children were also given an undesirable gift but received parental encouragement to tell a white lie prior to being questioned by the gift-giver. In the third condition, the child's parent received an undesirable gift and the child was encouraged to lie on behalf of their parent. In all conditions, the majority of children told a white lie and this tendency increased with age. Coding of children's facial expressions using Ekman and Friesen's (1978) Facial Action Coding System revealed significant but small differences between lie-tellers and control children in terms of both positive and negative facial expressions. Detailed parental instruction facilitated children's display of appropriate verbal and nonverbal expressive behaviors when they received an undesirable gift.
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Fagot, Beverly I., und Katherine C. Pears. „Changes in attachment during the third year: Consequences and predictions“. Development and Psychopathology 8, Nr. 2 (1996): 325–44. http://dx.doi.org/10.1017/s0954579400007124.
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AbstractCrittenden has proposed a system for classifying attachment during the preschool years. Ninety-six boys and girls were tested in the Strange Situation at 18 months and 30 months of age. Eighteen-month-olds were coded using the Ainsworth coding system, and the 30-month-olds were coded using Crittenden's preschool attachment coding system. When children changed classification categories, it was not random movement but was in accordance with Crittenden's predictions of reorganization of the child's capacities. Mothers and children were also observed in the home at 18 and 30 months of age, and children were observed in playgroups from 18 to 30 months of age. The children were rated by their teachers on problem behaviors and peer relations and given achievement tests at age 7 years. Parenting of the children and child behaviors at 30 months differed by attachment classification and predicted both children's performance on achievement tests and teacher reports of children's behavior at 7 years. The findings are discussed in terms of reorganization of working models of attachment on the basis of changing child competencies.
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Mayo-Dosayla, Charity Mae, und Dennis V. Madrigal. „A Case Study of the School Behavior of Abused Children with Behavior Modification Intervention“. Technium Social Sciences Journal 20 (08.06.2021): 244–54. http://dx.doi.org/10.47577/tssj.v20i1.3637.
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Child abuse has become prevalent in the society and has reached an alarming state. An experience of abuse creates a domino effect on a child’s learning and socialization in school, and consequently impacts their holistic development. Anchoring on B.F. Skinner’s Operant Conditioning Theory, this study investigates the undesirable school behaviour of abused children and formulates an intervention program for behaviour modification. This case study documented the school behaviour of three primary school children identified as psychologically, physically, and sexually abused by the local Department of Social Welfare and Development. These abused children were selected using purposive sampling. Data collection was conducted through pre, and post-observation using a validated research-made Student Behaviour Inventory, in-depth interview, triangulation, and validated Student Behaviour Intervention Program (SBIP) anchored on Cognitive Behavioural approaches. Data were analysed using recursive textual analysis using Lichtman’s framework: coding, categorizing, and conceptualizing. Results of the study revealed that abused children have opposition, refusal, and resistance to orders; sensitiveness; tendency towards social withdrawal, aloofness, and melancholy; feelings of inferiority; and non-compliance to school requirements. Administration of SBIP to abused children produced slight modification in their behaviour. This study implies a consideration of the SBIP and its administration to children who have experienced abuse as an intervention to modify their school behaviour.
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Olofson, Eric L., und Sarah J. Schoppe-Sullivan. „Same Behaviors, Different Outcomes: Mothers’ and Fathers’ Observed Challenging Behaviors Measured Using a New Coding System Relate Differentially to Children’s Social-Emotional Development“. Children 9, Nr. 5 (06.05.2022): 675. http://dx.doi.org/10.3390/children9050675.
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This study used a newly developed coding system for measuring the quality of parenting behavior to examine associations with children’s social-emotional development. The Risky Interaction Support and Challenge Scale (RISCS) measures the extent to which parents engage in behaviors that present physical and regulatory challenges to children, as well as parents’ tendency to allow children to pursue action goals autonomously. These behaviors were observed while parents (n = 57 fathers; n = 55 mothers; n = 50 pairs) interacted with their 1-year-olds who played on a structure that included a slide, a small climbing wall, and a tunnel. Trained raters reliably used the RISCS to measure several dimensions of parent behaviors related to children’s exploration, and all but one of the dimensions captured adequate variability in parent behavior. Although mothers and fathers did not differ in any of the dimensions, the associations between parent behavior and children’s social-emotional development did not overlap. Fathers who engaged in greater autonomy allowance and lower overprotection had toddlers with lower levels of internalizing behavior, whereas mothers who challenged children’s regulatory competence had toddlers with lower levels of externalizing behavior and greater competence. We discuss the implications of the findings for the literature on attachment theory and father-child relationships.
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Cress, Cynthia. „Early Differences in Pre-Intentional Communication Patterns between Children with Typical Development and Children with Complex Communication Needs“. Perspectives on Augmentative and Alternative Communication 23, Nr. 4 (September 2014): 166–72. http://dx.doi.org/10.1044/aac23.4.166.
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Although children with complex communication needs (CCN) may be identified during infancy, there is little information on systematic differences in social and communicative interaction patterns from typical expectations, particularly during the pre-intentional period. This article summarizes conclusions drawn from a research study (Cress et al., 2013) that contrasted pre-intentional communication behaviors in typically developing infants at 6–7 months with pre-intentional communication behaviors in children with CCN at an average of 20 months chronological age, and average 6–7 months receptive language age equivalence scores. Behaviors in both groups were analyzed from structured play video samples using coding from the Infant Social and Communication Behavior Scales (ISCBS), a prototype assessment of pre-intentional communication in infants (Cress, Olsen, Sabers, & Wetherby, 2012). Multiple differences emerged in communication patterns between these two groups at similar points in receptive language development that indicate very early divergence of social and communication patterns demonstrated by young children with CCN from typical expectations.
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Coughlan, Barry, Tess Marshall-Andon, Julie Anderson, Sophie Reijman und Robbie Duschinsky. „Attachment and autism spectrum conditions: Exploring Mary Main’s coding notes“. Developmental Child Welfare 1, Nr. 1 (10.01.2019): 76–93. http://dx.doi.org/10.1177/2516103218816707.
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Distinguishing autism spectrum behaviors from behaviors relating to disorganized attachment can be challenging. There is, for instance, a notable overlap between both conditions in terms of behaviors deemed stereotypical. In addition, there are also similarities regarding some atypical social overtures. Responding to this overlap has been the subject for much debate in the literature. Disorganized attachment was first introduced and conceptualized by the attachment researcher, Mary Main. Main is considered the leading authority on coding this phenomenon. During the course of archival research, we obtained Main’s notes on coding attachment in a group of 15 children with autism spectrum conditions (hereafter ASC). Drawing on these texts, this article explores Main’s reasoning when making distinctions between ASC and attachment at the behavioral level. Our approach is informed by Chang’s argument for the potential of “history as complementary science.” Analysis indicates that, for Main, frequency and timing were important differential factors when attributing a behavior to either ASC or the child’s attachment pattern.
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Jokić, Claire Sangster, Helene Polatajko und David Whitebread. „Self-Regulation as a Mediator in Motor Learning: The Effect of the Cognitive Orientation to Occupational Performance Approach on Children With DCD“. Adapted Physical Activity Quarterly 30, Nr. 2 (April 2013): 103–26. http://dx.doi.org/10.1123/apaq.30.2.103.
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Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared across intervention sessions. Results indicate that children demonstrating improved motor performance similarly demonstrated more independent and effective SR behaviors. In contrast, children whose motor performance remained relatively stable failed to demonstrate such a change. These findings suggest that CO-OP enables SR performance among children with motor performance difficulties and, as a result, facilitates improved task performance.
Dissertationen zum Thema "Children behavior coding"
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Kinch, John L. „Stimulus control : a coding of aversive stimuli and aggressive behavior“. Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2118.
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Treating aggressive behavior has been of interest to psychologists, sociologists, and law enforcement agencies for many years. Eron (1983) concluded that research should be directed towards understanding the early determinants of aggression before it escalates out of control. The purpose of the present study was to code aversive stimuli that precede aggressive behavior in boys. The following classes were used: Physically Aversive Stimuli, Verbally Aversive Stimuli, Socially Aversive Stimuli, Frustrating Stimuli, Neutral or No Stimuli, and Arguments. It was believed that particular stimuli would facilitate a greater frequency of aggressive behavior in the subjects. Observation revealed that physically aversive stimuli preceded twice the amount of aggression than all other stimuli. Verbally aversive stimuli preceded less aggression; however, the aggressive responses that did occur were more verbal than physical. Frustrating stimuli were not recorded during the study.
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Schuster, Mark W. „The Origins of Caring: A Study of the Development of Coding Categories for Prosocial Behaviors in Very Young Children“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5044.
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There has a great deal of research regarding the positive social (prosocial) behaviors of young children. Children have been observed performing a number of different prosocial behaviors, including helping, showing, sharing, and responding to the distress of another. However, most of the previous research was conducted in laboratory settings. In order to describe the first manifestations of prosocial behaviors more accurately, research needs to be conducted in a natural setting. The purpose of the current study was to observe the origins of the prosocial behaviors of young children in a child development center. To accomplish this goal, a research team was assembled and pilot observations were made. Group meetings served as a forum for developing a coding system. The study included four observation periods over a six month span during which children's naturally occurring social interactions were videotaped. Thirty-seven children between the ages of 9 months and 3.5 years who attended a corporate affiliated child development center participated in the study. The first observation period included 37 children who were videotaped for an average of eighty-four minutes each. The three remaining observation periods included 21 children who were videotaped an average of ninety minutes each. Approximately 150 total hours of videotape were collected. In addition to developing a coding system, a reliability study was conducted. This study included 42 three-minute segments which were representative of the videotape that was collected. Also, all the behaviors under observation were included among these segments. The three newest members of the research team then coded the segments. Inter-observer agreement was assessed by computing percentage agreement and also by calculating Cohen's kappas. Repeated measures analysis of variance were performed to determine if there were differences between observers, across the age range of the children, or across the group activity that the children were involved in while being observed. Although there were no significant differences between kappa values, there were differences between the percentage agreements. The implications of these differences to the coding system is discussed and predictions pertaining to the frequency of pro social behavior are elaborated.
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Ali, Abid. „Analyse vidéo à l'aide de réseaux de neurones profonds : une application pour l'autisme“. Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ4066.
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La compréhension des actions dans les vidéos est un élément crucial de la vision par ordinateur, avec des implications significatives dans divers domaines. À mesure que notre dépendance aux données visuelles augmente, comprendre et interpréter les actions humaines dans les vidéos devient essentiel pour faire progresser les technologies dans la surveillance, les soins de santé, les systèmes autonomes et l'interaction homme-machine. L'interprétation précise des actions dans les vidéos est fondamentale pour créer des systèmes intelligents capables de naviguer efficacement et de répondre aux complexités du monde réel. Dans ce contexte, les avancées dans la compréhension des actions repoussent les limites de la vision par ordinateur et jouent un rôle crucial dans la transformation des applications de pointe qui impactent notre quotidien. La vision par ordinateur a réalisé des progrès significatifs avec l'essor des méthodes d'apprentissage profond, telles que les réseaux de neurones convolutifs (CNN), repoussant les frontières de la vision par ordinateur et permettant à la communauté de progresser dans de nombreux domaines, notamment la segmentation d'images, la détection d'objets, la compréhension des scènes, et bien plus encore. Cependant, le traitement des vidéos reste limité par rapport aux images statiques. Dans cette thèse, nous nous concentrons sur la compréhension des actions, en la divisant en deux parties principales : la reconnaissance d'actions et la détection d'actions, ainsi que leur application dans le domaine médical pour l'analyse de l'autisme. Dans cette thèse, nous explorons les divers aspects et défis de la compréhension des vidéos, tant d'un point de vue général que spécifique à une application. Nous présentons ensuite nos contributions et solutions pour relever ces défis. De plus, nous introduisons le jeu de données ACTIVIS, conçu pour diagnostiquer l'autisme chez les jeunes enfants. Notre travail est divisé en deux parties principales : la modélisation générique et les modèles appliqués. Dans un premier temps, nous nous concentrons sur l'adaptation des modèles d'images pour les tâches de reconnaissance d'actions en incorporant la modélisation temporelle à l'aide de techniques de fine-tuning efficaces en paramètres (PEFT). Nous abordons également la détection et l'anticipation des actions en temps réel en proposant un nouveau modèle conjoint pour l'anticipation des actions et la détection d'actions en ligne dans des scénarios de la vie réelle. En outre, nous introduisons une nouvelle tâche appelée "interaction lâche" dans des situations dyadiques et ses applications dans l'analyse de l'autisme. Enfin, nous nous concentrons sur l'aspect appliqué de la compréhension des vidéos en proposant un modèle de reconnaissance d'actions pour les comportements répétitifs dans les vidéos d'individus autistes. Nous concluons en proposant une méthode faiblement supervisée pour estimer le score de gravité des enfants autistes dans des vidéos longuesUnderstanding actions in videos is a crucial element of computer vision with significant implications across various fields. As our dependence on visual data grows, comprehending and interpreting human actions in videos becomes essential for advancing technologies in surveillance, healthcare, autonomous systems, and human-computer interaction. The accurate interpretation of actions in videos is fundamental for creating intelligent systems that can effectively navigate and respond to the complexities of the real world. In this context, advances in action understanding push the boundaries of computer vision and play a crucial role in shaping the landscape of cutting-edge applications that impact our daily lives. Computer vision has made significant progress with the rise of deep learning methods such as convolutional neural networks (CNNs) pushing the boundaries of computer vision and enabling the computer vision community to advance in many domains, including image segmentation, object detection, scene understanding, and more. However, video processing remains limited compared to static images. In this thesis, we focus on action understanding, dividing it into two main parts: action recognition and action detection, and their application in the medical domain for autism analysis.In this thesis, we explore the various aspects and challenges of video understanding from a general and an application-specific perspective. We then present our contributions and solutions to address these challenges. In addition, we introduce the ACTIVIS dataset, designed to diagnose autism in young children. Our work is divided into two main parts: generic modeling and applied models. Initially, we focus on adapting image models for action recognition tasks by incorporating temporal modeling using parameter-efficient fine-tuning (PEFT) techniques. We also address real-time action detection and anticipation by proposing a new joint model for action anticipation and online action detection in real-life scenarios. Furthermore, we introduce a new task called 'loose-interaction' in dyadic situations and its applications in autism analysis. Finally, we concentrate on the applied aspect of video understanding by proposing an action recognition model for repetitive behaviors in videos of autistic individuals. We conclude by proposing a weakly-supervised method to estimate the severity score of autistic children in long videos
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Sayis, Batuhan. „Computational modeling of user activity in full-body interaction environments for ASC children: multimodal analysis of social interaction behaviors through psychophysiology, system activity, video coding, questionnaires, and body cues“. Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/671850.
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Full-body Interaction experiences based on Mixed Reality (MR) systems are already playing an important role in encouraging socialization behaviors in children with Autism Spectrum Condition (ASC), as seen in the state of the art of this thesis. However, the data from these systems is multimodal in nature and complex to analyze. Fusion and analysis of this data is crucial to achieve a complete understanding of how these resources interact with each other. In this PhD Thesis, given the characteristics of full-body interaction, we developed new multimodal data gathering and evaluation techniques to better understand the effectiveness of the experience developed in our Full-body Interaction Lab (FuBIntLab) called Lands of Fog. This is a large-scale MR, full-body interaction environment, which allows two children to play face-to-face and explore the physical and virtual worlds simultaneously. Specifically, we developed an experimental setup for comparing Lands of Fog with a control condition based on LEGO construction toys, which includes: recording psychophysiological measures synchronized with other data sources such as observed overt behaviors and system logs of game events. In order to capture accurate psychophysiological data, we developed a wearable that is child-friendly and robust to movement artifacts in the context of ambulatory full-body interaction. In order to integrate observed overt behaviors with other data sources, we designed and developed a novel video coding protocol and an adapted coding grid conceived for Social Interaction Behaviors (SIBs) in ASC children. Using a repeated measure design, we collected data from seventy-two children (36 ASC/non-ASC dyads) from the city of Barcelona, with ages between 8-12 years old (N = 12 female, N = 60 male). Data from these trials has been organized into a public database and processed based on a semi-automatic software pipeline developed within this project. Based on this data we developed three different computational models for modelling SIBs in children with ASC during Lands of Fog sessions, compared to LEGO sessions. The results of this research support the idea that full-body interaction MR environments are capable of fostering SIBs in children with ASC with similar success as the LEGO setting, with an added advantage of being more flexible. Findings reported here shed new light on developing a tool that is mediating, guiding, and supporting the progress of the children in terms of practicing SIBs and providing structure and assistance to therapists.
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Nyh, Johan. „From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films“. Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
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Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods.Betyg VG (skala IG-VG)
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Chu, Mio-Ieng, und 朱妙盈. „An observational behavioral coding system and rating scale of children''s dental anxiety“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/84199644275583812235.
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碩士高雄醫學大學
牙醫學研究所
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Aims: To establish an objective observational coding system and rating scale for better evaluation of dental fear in children. To investigate the relationship between the total score of our observational rating scale and other factors. Methods: This clinical observational study of 60 subjects used convenient sampling method to recruit children of 2-12 years old from Nov 2012 to Oct 2013. CFSS and VAS were completed by children with the help of caregiver. Parental consent was obtained. Each dental procedure was recorded and transcribed into observational record. A rating scale was then established. Results: There were 36 boys and 24 girls (mean age 5.36±0.85). The most treated problem was caries (53.3%). In WBFPRS questionnaire, 60% experienced no pain, 16.9% had moderate pain and 10.2% had severe pain. Mean behavioral rating score was 15.23, and mean CFSS-DS score was 27.8. According to our rating scale, 22 of the children had dental fear and 38 of them did not, while Frankl Rating Scale showed 20 children with dental fear and 40 of them did not. Correlation analysis show no significant relationship between observational total score and WBFPRS, but there is high significant relationship between observational total score and CFSS total score, age, number of behavior treatment type and Frankl score. Conclusion: We developed a behavior coding system and rating scale for interactive behaviors between child, caregiver and dentist. Compared to other rating scale, such as the Frankl, it has shown some strengths and limitations. The rating scale is objective and suitable for dentist to be used as behavior assessment tool. Further modification is need and inter- and intra-coder reliability need to be tested in the future.
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Jacques, Claudine. „Validation d’une situation de stimulation suscitant des comportements stéréotypés et des intérêts restreints chez le jeune enfant autiste“. Thèse, 2011. http://hdl.handle.net/1866/9759.
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Les comportements stéréotypés et les intérêts restreints sont des comportements à valeur diagnostique dans l’autisme. Pourtant, il y a des lacunes en clinique, dans la façon de détecter ces comportements, considérant l’absence d’instruments standardisés les suscitant et en recherche, dans la façon de documenter ces comportements pour arriver à les définir de façon opérationnelle.
Cette thèse a pour objectif de mieux documenter, par une situation d’observation, les comportements stéréotypés et les intérêts restreints en bas âge dans l’autisme, et de permettre l’utilisation de cette situation en clinique.
Deux étapes préliminaires ont permis de documenter les comportements stéréotypés et les intérêts restreints en bas âge dans l’autisme. La première, l’élaboration d’un questionnaire sur les comportements stéréotypés et les intérêts restreints et les objets qui les déclenchent complété par des experts dans le domaine. Ce questionnaire a permis de construire la grille de cotation et la situation de stimulation. La seconde la construction d’une grille de cotation qui apporte une définition opérationnelle des comportements stéréotypés et des intérêts restreints en bas âge dans l’autisme et vise à les colliger.
L’étape principale de la présente recherche consiste en l’élaboration d’une situation de stimulation suscitant des comportements stéréotypés et des intérêts restreints par l’exposition à des objets qui les déclenchent. Cette situation a permis de documenter, par observation, les comportements stéréotypés et les intérêts restreints en bas âge dans l’autisme. La validation de la situation de stimulation a été appliquée auprès de deux groupes d’enfants âgés de 24 à 72 mois appariés en âge chronologique, 21 enfants portant un diagnostic d’autisme et 24 enfants au développement typique
Les résultats montrent que la situation de stimulation est un instrument suffisamment sensible pour détecter des comportements stéréotypés et des intérêts restreints en bas âge dans l’autisme et d’identifier des objets d’intérêt. En effet, lors de l’exposition à la situation de stimulation, les enfants autistes se distinguent des enfants typiques sur la base du nombre et de la durée des comportements stéréotypés et des intérêts restreints qu’ils présentent. Les enfants autistes montrent une fréquence significativement plus élevé pour les CSIR suivants: maniérismes des mains et des doigts, crispation des doigts, sautillement, doigts dans la bouche, objets dans la bouche, exploration visuelle: regard rapproché, met les objets en mouvement non circulaire. Les enfants autistes se distinguent également des enfants typiques sur la base de l’exploration des objets, en fréquence et en durée, significativement, pour les objets: Bateau: marteau et balles et lettres et chiffres.
Cette étude est la première qui passe par un protocole d’observation systématique, pour documenter les comportements stéréotypés et les intérêts restreints, ainsi que les objets qui les déclenchent, des objets d’intérêt, en bas âge dans l’autisme. Cette situation pourrait ultimement faire partie du processus d’évaluation diagnostique ou de dépistage de l’autisme permettant d’identifier en bas âge des enfants autistes ou à risque d’autisme.Restricted interests and repetitive behaviours constitute one of the three core domains of symptoms required for an autism spectrum diagnosis. However, the detection of these behaviours in clinical practice remains limited by the lack of validated instruments designed to elicit these behaviours during clinical assessment. Moreover, a lack of clear operational definitions of target behaviours limits the generalisation of findings amongst studies and its application to clinical practice. The aim of this thesis is to document the occurrence and quality of restricted interests and repetitive behaviours in young autistic children and to develop a validated stimulating play situation that can readily be use to elicit target behaviours in clinical assessments. Preliminary steps documented the various restricted interests and repetitive behaviours as well as the objects likely to trigger these behaviours in children with autism using a questionnaire completed by experts in the field. The list of the most common behaviours was used to build the observational rating scale based on operational definitions of the restricted interests and repetitive behaviours. The main part of this study was to develop a stimulating play situation designed to elicit restricted interests and repetitive behaviours through exposure to specific objects previously identified as potential triggers. This situation documented, through detailed observation, restricted interests and repetitive behaviours most commonly found in autism during infancy. Validation of the stimulating play situation consisted in exposing twenty one (21) autistic experimental subjects and twenty four (24) typically developing control subjects, aged from 24 to 72 months, matched for chronological and developmental non-verbal age. Results demonstrate sufficient sensitivity of the stimulating play situation to accurately detect restricted interests and repetitive behaviours as well as objects of interest in children with autism. Autistic children differ from typically developing children on the amount and duration of restricted interests and repetitive behaviours, significantly for: hand flapping, hand and fingers posturing, hopping, putting finger in mouth, putting objects in mouth, putting object in movement, and visual exploration. Regarding which objects were explored, a greater proportion of autistic participants played with the hammer and balls toy and did so more frequently and for a longer period of time than typical children. This study is the first to use a systematic observation protocol to document restricted interests and repetitive behaviours and objects of interest in autism during early childhood. This new instrument could ultimately be used in the identification of young autistic children as part of the diagnostic or screening assessment.
Bücher zum Thema "Children behavior coding"
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Simon, Francesca. Henri Helynt yn codi'r meirw. Aberystwyth: CAA, Prifysgol Aberystwyth, 2013.
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Voigt, Robert G., Michelle M. Macias und Scott M. Myers, Hrsg. AAP Developmental and Behavioral Pediatrics. American Academy of Pediatrics, 2010. http://dx.doi.org/10.1542/9781581105506.
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Developed by leading experts in developmental and behavioral pediatrics, the all-new AAP Developmental and Behavioral Pediatrics gives one place to turn for expert recommendations to deliver, coordinate, and/or monitor quality developmental/behavioral care within the medical home. The one resource with all the essentials for pediatric primary care providers. Evaluation and care initiation: Interviewing and counseling, Surveillance and screening, Psychoeducational testing, Neurodevelopmental assessment and medical evaluation. Development and disorders: Motor and cognitive development, Speech and language development and disorders, Social and emotional development, Autism spectrum disorders, Learning disabilities. Management solutions: Psychological interventions, Behavioral interventions, Psychopharmacologic management, Complementary and alternative medicine approaches. Contents: Introduction - Child Development: The Basic Science of Pediatrics, Nature, Nurture and Their Interactions in Child Development and Behavior, Interviewing and Counseling Children and Families, Basics of Child Behavior and Primary Care Management of Common Behavioral Problems, Early Intervention, Developmental and Behavioral Surveillance and Screening Within the Medical Home, Neurodevelopmental Assessment and Medical Evaluation, Developmental and Behavioral Diagnoses: The Spectrum and Continuum of Developmental Disabilities and Behavioral Disorders, Motor Development, Cognitive Development, Speech and Language Development and Disorders, Social and Emotional Development, Autism Spectrum Disorders, Psychoeducational Testing, Learning Disabilities, Attention-Deficit/Hyperactivity Disorder, Disruptive Behavior Disorders, Anxiety and Mood Disorders, Evidence-based Psychological and Behavioral Interventions, Principles of Psychopharmacologic Management, Complementary and Alternative Medicine in Developmental and Behavioral Pediatrics, Sensory Impairments: Hearing and Vision, Social and Community Services, Transition to Adult Medical Care, Billing and Coding for Developmental and Behavioral Problems in Outpatient Primary Care.
Buchteile zum Thema "Children behavior coding"
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Waldron, Sam, und Clare Wood. „Textism Use and Language Ability in Children“. In Encyclopedia of Mobile Phone Behavior, 770–78. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8239-9.ch063.
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Textism use (or textese) refers to the way in which individuals write in shorthand on mobile devices in order to save space or time. Thurlow (2003) devised one of the first coding schemes for textisms, and textism use has since been hotly debated by the media (Crystal, 2008). Plester et al. (2008; 2009) and Wood et al. (2011; 2014) have since investigated the relationship that texting has with children's language abilities, and found no evidence of negative effects. Further research has been conducted into the effects of texting on readers of differing abilities (Coe & Oakhill, 2011) and found that it is better readers who tend to use more textisms. Further research is discussed in relation to children with reading difficulties such as specific language impairments (Durkin et al, 2011) and dyslexia (Veater et al, 2011).
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Lyakso, Elena, Olga Frolova und Yuri Matveev. „Facial Expression“. In Handbook of Research on Deep Learning-Based Image Analysis Under Constrained and Unconstrained Environments, 266–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6690-9.ch014.
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The description of the results of five psychophysiological studies using automatic coding facial expression in adults and children (from 4 to 16 years) in the FaceReader software version 8.0 is presented. The model situations of reading the emotional text and pronouncing emotional phrases and words, natural interaction in mother-child dyads, child and adult (experimenter), and interaction of children with each other were analyzed. The difficulties of applying the program to analyze the behavior of children in natural conditions, to analyze the emotional facial expressions of the children with autism spectrum disorders and children with Down syndrome are described. The ways to solve them are outlined.
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Graham, Philip. „Cognitive behaviour therapies for children and families“. In New Oxford Textbook of Psychiatry, 1777–87. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0234.
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Cognitive behaviour therapy (CBT) is derived from both behavioural and cognitive theories. Using concepts such as operant conditioning and reinforcement, behavioural theories treat behaviour as explicable without recourse to description of mental activity. In contrast, mental activity is central to all concepts derived from cognitive psychology. Both sets of theories have been of value in explaining psychological disorders and, in the design of interventions they have proved an effective combination. Central to that part of cognitive theory that is relevant to CBT is the concept of ‘schemas’, first described in detail by Jean Piaget. A schema is a mental ‘structure for screening, coding, and evaluating impinging stimuli’. The origin of mental schemas lies in the pre-verbal phase when material is encoded in non-verbal images that, as the child's language develops, gradually become verbally labelled. They form part of a dynamic system interacting with an individual child's physiology, emotional functioning, and behaviour with their operation depending on the social context in which the child is living. There are similarities but also differences between schemas and related concepts in psychoanalysis, such as Freudian ‘complexes’ and Kleinian ‘positions’. Schemas can be seen as organized around anything in the child's world, especially objects, beliefs, or emotions. They develop from past experience. The processing of new information in relation to such schemas can usefully be seen as involving the evaluation of discrepancies between information that is received and information that is expected. If there is a discrepancy, (the information not corresponding with that expected), then during the coding process information may be distorted so that it no longer creates discomfort, or, more adaptively, it may be incorporated into a modified schema.
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„Meso-Analytic Behavioral Rating System for Family Interactions: Observing Play and Forced-Compliance Tasks With Young Children“. In Family Observational Coding Systems, 237–52. Psychology Press, 2000. http://dx.doi.org/10.4324/9781410605610-18.
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Shohieb, Samaa Mohammed, Ceymi Doenyas und Waleed Mohamed Al-Adrousy. „Merging Tangibles and Gamification to Teach Algorithmic Thinking to KG Children With “Gamirithmic”“. In Handbook of Research on the Influence and Effectiveness of Gamification in Education, 682–705. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4287-6.ch033.
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This chapter presents the design, implementation, and evaluation of a new technique to improve children's algorithmic thinking skills that enable solving problems following clearly defined steps. Gamirithmic teaches children to codify ideas by coming up with solutions to problems in systematic and structured ways via its step-by-step procedure with the increasing complexity of commands in each step. The errors of kindergarten children (3-6 years of age) decreased with each trial, but the time taken did not, suggesting that children took time to process the more complicated commands and come up with algorithmic strategies to solve them, yet made fewer errors even though the steps got more complex, as they got used to engaging this type of thinking. Older children made fewer errors and took less time to complete the new tasks. Gamirithmic teaches technology-related concepts using a technology-independent medium that is less likely to induce behavioral problems associated with screen-based methods.
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Hatfield, Mary. „Medical Men, Negligent Mothers, and Malleable Children“. In Growing Up in Nineteenth-Century Ireland, 25–54. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843429.003.0001.
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This chapter considers the medicalization of childhood from the late eighteenth century into the 1840s. What we might now term a ‘biological’ definition of childhood is seen first in late eighteenth-century medical intervention into the care of infants. These texts are part of a wider ‘rationalization’ of childhood which emerged in scientific and child-rearing genres. The influence in Ireland of John Locke, William Buchan, and the Edgeworths’ contributed to a reformulation of childhood as a period of enormous intellectual and physical malleability. As the matter of children’s health shifted from the female domain to the business of men, medical professionals defined the child body in opposition to the adult male body. Elite women were criticized for coddling their children excessively, while the lower classes were characterized as neglectful and uncaring. By the mid-nineteenth century, objective standards of growth were deployed as mechanisms for governing parental as much as childhood behaviour.
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Kopp, Claire B., und Susan J. Neufeld. „Emotional Development During Infancy“. In Handbook of Affective Sciences, 347–74. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0019.
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Abstract Seven decades ago a small group of researchers sought to describe developmental trends in emotion expressions among infants and young children. What began as relatively modest research efforts evolved decades later into many hundreds of studies focused on broad research questions about infant emotional development. From the 1960s onward, research designs and coding systems have become more innovative and refined, and sophisticated analytic approaches have moved the field to causal inferences. Instead of the single emphasis that characterized initial attempts to define infant emotions, six research themes now dominate the field: (1) the development of emotion expressions and experiences (e.g., fear, pleasure) during the first two years of life and the way those expressions influence the growth of social relationships; (2) the perception of others’ emotion expressions and the role that increased understanding of these expressions has on self-organized behaviors; (3) the ways that development in other domains (e.g., cognition, motor development) influences the emotion repertoire; (4) the role that self-awareness has in emotion reorganization; (5) the impact of emotion language (e.g., mad, afraid) on young children’s understanding of their own emotions and its effect on their social interactions, including conflict situations; and (6) the meaning of emotion regulation for infants and toddlers and their caregivers, the way that emotion regulation changes during the first two years, and the role of individual differences in its manifestation. History has also witnessed a shift in how the meaning of emotions is conceptualized. Once viewed as disruptive and incompatible with reason, emotions are now viewed as essential to developmental organization. Solomon (1993), in his historical review, notes that the “most enduring metaphor of reason and emotion has been the metaphor of master and slave, with the wisdom of reason firmly in control and the dangerous impulses of emotion safely suppressed” (p. 3). Whether this perspective actually extended down to infancy is uncertain; however, developmental theorists from the 1970s on have emphasized the organizing nature of infant emotions (see Campos, Barrett, Lamb, Goldsmith, & Stenberg, 1983; Sroufe, 1979, 1996). Emotions are not simply noise but contribute to and benefit from development in other domains (Kagan, 1994). Studies of infant and toddler perception, cognition, language, and selfhood underscore this point.
Konferenzberichte zum Thema "Children behavior coding"
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Schlebbe, Kirsten. „Support versus restriction: parents’ influence on young children’s information behaviour in connection with mobile devices“. In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2006.
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Introduction. This paper examines how parents perceive and mediate young children's use of mobile devices and discusses how this may affect children's information behaviour. Method. For data collection, semi-structured interviews with 22 parents from 19 families with 22 children aged one to six years who had already used mobile devices were conducted. Analysis. All interviews were audio-recorded, transcribed verbatim and analysed using the software MAXQDA. A combination of inductive and deductive coding methods was used for data analysis. Results. The analysis shows that young children engage in a great variety of information-related activities while interacting with mobile devices. The results also indicate a strong parental influence. Parents expressed positive and negative perceptions of young children's use of mobile devices and reported different enabling and restrictive mediation practices. Conclusions. By supporting children's use of mobile devices, parents enable their children to engage in activities that help them to access new information and expand their knowledge. At the same time, parents try to protect their children from risks and negative influences through restrictions. In this way, parents act as a bottleneck for children's access to information by mobile devices.
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Graßl, Isabella, und Gordon Fraser. „Coding to Cope: Teaching Programming to Children with Emotional and Behavioral Disorders“. In ICSE-SEET '24: 46th International Conference on Software Engineering: Software Engineering Education and Training. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3639474.3640078.
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Lisenbee, Peggy. „Observing Young Children's Behaviors While Coding as an Innovative Pedagogical Practice“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681820.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Children behavior coding"
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Schuster, Mark. The Origins of Caring: A Study of the Development of Coding Categories for Prosocial Behaviors in Very Young Children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6920.
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